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Lyons Central School District
August 16, 2016
Annual Professional
Performance Review Plan
For Teachers Subject to the New Evaluation System
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Annual Professional Performance Review Plan (APPR)
Section A: Statement of Purpose
The overarching goal of the teacher evaluation system is to promote student learning and improve
teaching and professional practice. The APPR encourages professional growth and development through
a process that is based on current research on best practices and aligned with New York State's Teaching
Standards. It assures a common language, and common expectations among all teachers and evaluators.
It is intentionally linked with the district's Professional Development Plan to ensure teacher-driven
professional development and support.
The following principles will govern the APPR process:
• All tenured teachers are assumed to be competent and effective.
• It is every teacher's responsibility to continue to grow professionally.
• It is the district's responsibility to provide the resources and support for teachers to improve
instruction and professional practice.
• The purpose of the evaluation process is that teachers and evaluators examine the evidence obtained
by multiple measures of teaching practice and student achievement to plan for meaningful
professional learning and improvement of instruction.
• Evaluations will be conducted openly and objectively with the full involvement of the teacher.
Rationale:
• Motivate continuous professional growth of educators
• Facilitate student learning by creating optimal learning experiences for all students
• Improve the educational program for our students
• Stimulate self-reflection and evaluation
• Fulfill the District's mission
• Comply with legal and contractual requirements
• Provide an accurate written record
• Fulfill the minimum New York State Teaching Standards which includes but is not limited to:
1. Knowledge of Students & Student Learning
2. Knowledge of Content & Instructional Planning
3. Instructional Practice
4. Learning Environment
5. Assessment for Student Learning
6. Professional Responsibilities & Collaboration
7. Professional Growth
Section B: Plan Requirements
Under Education Law §3012-d, each teacher must receive an APPR resulting in a single composite
effectiveness score and a rating of "Highly Effective," "Effective," "Developing," or "Ineffective." The
composite score will be determined as follows:
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The intent of the evaluation system is to foster a culture of continuous growth for professionals. The
APPR is required to be a significant factor in employment decisions including, but not limited to:
retention, tenure determination, termination and professional development. Each decision is to be made in
accordance with locally developed procedures collectively bargained.
Section C: Content of the APPR
Subject Collection and reporting of teacher and student data
Training for evaluators and staff
Student Performance
Multiple Measures of Teaching Practice
Teacher Improvement Plan (TIP)
Professional Development
Appeals procedures
APPR Review Process
Section D
E
F
G
H
I
J
K
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Section D: Collection and reporting of teacher and student data
The Lyons Central School District and the LTA shall use the following verification procedure to ensure
that all Teachers of Record determinations have been made accurately and in a manner consistent with the
standards established by the Commissioner's regulations prior to using student growth and/or
achievement data in an APPR. The District shall designate a Data Coordinator who shall not be a unit
member and who shall be in charge of this process. The Data Coordinator shall be in charge of collecting
required data, overseeing changes in and maintenance of the local data management systems, and
ensuring the accuracy of the data.
Teacher of Record Determination Procedure
Notification - After the District identifies the Teacher of Record for each student for each subject, the
teacher shall be notified in writing the names of the students so designated:
• Full year or semester courses on or before the 20th school day of the school year or semester start.
• Quarterly (10 wk.) courses on or before the 10th school day of the quarter start.
The Teacher of Record shall be notified of any subsequent addition(s) or deletion(s) from this list no more
than five (5) school days after said determination(s) are made.
Modification- The District identified Teacher of Record shall have the right to challenge in writing the
name of any student for which he/she is designated the Teacher of Record within five (5) school days of
receiving the aforementioned written notice. Said challenge shall contain an explanation of why the
determination is being contested (e.g.: the list is incorrect and/or inconsistent with the standards
established by the Commissioner's regulations for making teacher-of-record determinations). Submission
of written challenge shall be submitted to the Data Coordinator. The District response to this challenge
and any modification shall be conveyed in writing no more than five (5) school days after the challenge is
first received.
Verification - Prior to information being sent to the State concerning students and scores on state
assessments, the Teacher of Record shall have the opportunity to verify the data contained therein. Any
discrepancies must be brought to the Data Coordinator/Principal attention in writing within forty-eight
(48) hours of receipt of the information from the District by the Teacher of Record.
State Assessment Dates - All District identified Teachers of Record whose student take a SED required state
assessment will be provided the opportunity for an attendance review prior to exam; including confirmation that
changes were made and a post-exam roster confirmation.
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Reporting Individual Subcomponent Scores The Data Coordinator shall be responsible for reporting to the SED the individual subcomponent scores
and the total composite effectiveness score for each covered Teacher of Record in the Lyons Central
School District. This shall be done in a format and timeline prescribed by the Commissioner . All
Teachers of Record covered by this requirement will be afforded the opportunity to verify the final data
attributed to them within five (5) school days before it is sent to the SED.
Furthermore, the District will adhere strictly to the requirements for reporting sub-component and
composite scores to the New York State Department of Education established by regulations. A unique
identifier will be used, and the names of individual teachers will not be provided. An administrator shall
not submit any written assessment, sub-component or composite rating of an individual teacher to any
outside agency or person, without the prior written authorization of the Association.
Section E: Training for evaluators and teachers (staff) Evaluators
Only fully NYS certified administrators (SAS, CAS, SBL, SDL, etc.) may evaluate teachers.
Administrators who hold an administrative certificate of internship may not evaluate teachers. Teachers in
the district who hold administrative certificates may not evaluate other teachers.
Any fully certified administrator (see definition above) who participates in the evaluation of teachers for
the purpose of determining an APPR rating shall be fully trained and/or certified as required by Education
Law §3012-d and the implementing Regulations of the Commissioner of Education prior to conducting a
teacher evaluation . They shall also be trained/certified in the use of the chosen rubric.
Any evaluation or APPR rating that is determined in whole or in part by an administrator or supervisor
who is not fully trained and/or certified to conduct such evaluations shall, upon appeal by the subject of
the evaluation or APPR rating, be deemed to be invalid, be expunged from the teacher's record and will
be inadmissible as evidence in any subsequent disciplinary proceeding. The invalidation of an evaluation
or APPR rating for this reason shall also preclude its use in any and all other employment decisions.
The Superintendent will provide copies of all administrator certification and/or training completion
documents for administrators evaluating teachers to the LTA President on the first day of work each
school year. This includes new certification/training completions and renewal certification/training
completion .
Teachers (staff)
All professional staff (teachers) subject to the district's APPR will be provided with an orientation and/or
training on the evaluation system annually that will include: a review of the content and use of the
evaluation system, the NYS Teaching Standards, the district's teacher practice rubric, forms and the
procedures to be followed consistent with the approved APPR plan and associated contractual provisions .
All training for current staff will be conducted prior to the implementation of the APPR process.
Training for newly hired professional staff (teachers) subject to the district's APPR will be conducted no
later than fifteen (15) school days of the beginning of each subsequent school year or hire date if during
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the school year.
Section F: Student Performance The student performance score will be calculated for all members using the following calculation:
Average percent of passing scores from the following Ten (10) Exams:, Geometry, Trigonometry,
Algebra, English 11, Global History, US History, Earth Science, Living Environment, Chemistry, and
Physics.
District Level Goal
The target will be 80% of students reaching a 65 or better on the exam. Students who are not
continuous students of record in the Regents level course or are retaking the exam will not be counted
when calculating the exam passing rates.
Subjects that will fall under the District Level Goal that are tied to a State Assessment
Special Education, Literacy, AIS, RTI
50% Rule or Greater of Courses with a State Assessment:
The target is students will score a 65 or above or a 55 with an IEP or 504 variance.
Percent of target met Score Percent of target met Score
0-4 0 49-54 11
5-8 1 55-59 12
9-12 2 60-66 13
13-16 3 67-74 14
17-20 4 75-79 15
21-24 5 80-84 16
25-28 6 85-89 17
29-33 7 90-92 18
34-38 8 93-96 19
39-43 9 97-100 20
44-48 10
Overall Student Performance Category Score and Rating
Rating Minimum Maximum
Highly Effective 18 20
Effective 15 17
Developing 13 14
Ineffective 0 12
Example: 76% of students pass the 11 Regents Exams with 65% or above. 76/80=95% which leads to a
score of 19 points.
The Lyons Central School District and the LTA agree that teachers will not be penalized in any way
because of such data not being received in a timely manner, which results in an incomplete rating.
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Overall Rating The final rating will be determined using the following matrix. The teacher’s rating for each category is
applied to the rubric to determine the overall rating.
Matrix Teacher Observation
Stu
den
t
Per
form
an
ce
Highly Effective
(H)
Effective
(E)
Developing
(D)
Ineffective
(I)
Highly Effective (H) H H E D
Effective (E) H E E D
Developing (D) E E D I
Ineffective (I) D* D* I I
Prohibited Elements The new law contained a list of elements prohibited from being used in teacher evaluation. These include:
Evidence of student development and performance derived from lesson plans and student
portfolios that are not part of an approved rubric;
Parent and student surveys;
Professional goal setting;
Any district or regional assessment not approved by SED; and
Any growth or achievement target that does not meet minimum standards.
Section G: Multiple Measures of Teaching Practice
The Lyons Central School District and the LTA agree that a properly administered teaching practice
appraisal program is desirable and that such program shall be a constructive attempt to aid unit members
to develop toward their full potential. It shall be the District's responsibility to provide resources and
services as appropriate, in an effort to help unit members develop towards that potential, as they work to
meet the goals of the District. It shall be the unit members' responsibility to implement District
curriculum and keep their skills current.
The Lyons Central School District and the LTA agree that the following rubric will be used for
performance appraisal of unit members: Frontline- The Framework for Teaching 2013 revised,
Charlotte Danielson.
Professional Conversations
Unit member appraisals will be based on professional conversations. Professional conversations shall be
defined as ongoing conversations between a unit member and his/her supervising administrator that focus
on professional practice, evidence collection, rubric scoring, necessary modifications, and professional
development. This shall apply to all unit members as set forth below.
Framework
a. Unit members' yearly evaluations will consist of observations that are announced and
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unannounced and other structured review of multiple measures (e.g. Artifacts of teacher practice:
lesson planning, curriculum work, professional development, communication, portfolios, etc.).
b. Meetings: There will be a minimum 1 meeting between unit members and their supervising
administrator each school year. Additional meetings may be scheduled as needed or desired by
the unit member or supervising administrator. These meetings are exclusive of meetings
scheduled in connection with observations.
c. Unit members will be evaluated utilizing the Danielson rubric.
d. Calculating Scores:
I) Scores will be calculated by assigning a rating to each component on the rubric observed of: 4 for Highly Effective, 3 for Effective, 2 for Developing or 1 for Ineffective. Components not observed will not be rated.
II) Once ratings are assigned within a domain, then the average of all of the ratings will be calculated to determine the score. If a component within a domain has multiple ratings, an average will be calculated for that component before calculating the average score for the entire domain.
e. Evaluation ratings will be collaboratively recorded on a running record form or Frontline provided
technological equivalent, with ratings and evidence recorded periodically throughout the school
year as a result of observations and professional conversations.
f. Tenured unit members will be observed a minimum of two (2) times throughout the school year.
At least one (I) of the observations will be announced and at least one (I) of the observations will be unannounced . As a result of professional conversations, there will be the possibility of targeted
follow up walk-through observations, to further document evidence needed.
h. Non tenured unit members will be observed a minimum of three (3) times throughout the school
year. At least two (2) of the observations will be announced and at least one (1) of the
observations will be unannounced with the possibility of targeted follow-up observations to
further document evidence needed.
i. Both tenured and non-tenured unit members will gather evidence as a part of the structured review
process that will be reflective of the components identified in the rubric.
j. The formal evaluation will be made by the teacher’s lead evaluator. The unannounced evaluation
will be made by the supplemental evaluator.
k. To assist each beginning probationary teacher in the District, the appropriate Building Principal or
Administrator shall designate a tenured cooperating teacher to assist the beginning probationer. The
Building Principal or Administrator will make such assignment during the first full week of the school
year and these assignments will be made with the consent of the tenured cooperating teacher.
I. Any Mentor Program implemented by the District shall maintain the highest level of confidentiality
between the Mentor and the Intern. No Mentor shall be asked by or expected to give to any District
Administrator any evaluation information on any Intern except with the consent of the Intern.
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Meetings
a) Mid-year check/ Post-Observation Conference Meeting
Each unit member will meet with his/her supervising administrator by the end of February to discuss
his/her progress in demonstrating evidence of good teaching practices, as measured on the Danielson
rubric.If, at this time, the progress of the unit member is less than satisfactory, the concerns will be
identified to the teacher on the running record/Frontline.
b) End of year evaluation and summary meeting
Each tenured unit member will meet with his/her supervising administrator by the conclusion of each
school year for the purpose of completing the evaluation process. During the final year of probation,
the unit member will meet with his/her supervising administrator prior to April 1st for the purpose of
completing the evaluation process, and will be notified whether or not they are "on track" for tenure.
At this meeting the unit member and administrator will complete the rating of the structured review on
the running record/Frontline form and discuss the performance of the unit member within this system.
The teachers shall be given a copy of the evaluation report. The evaluation form should be signed by
both the evaluator and the teacher. The signature of the teacher does not necessarily indicate
agreement with the contents thereof, but rather cognizance of the evaluation and post evaluation
conference. Written teacher comments which are received within 10 work days of the end of year
evaluation conference shall be attached to the original and all copies of the year evaluation form(s).
Each teacher will be given one copy of the evaluation and attachment.
Prior to the last scheduled teacher work day, the administrator will present the unit member with their
Annual Teacher Evaluation Composite score on the Annual Teacher Evaluation Composite Score
Form, unless Frontline provides a technological equivalent, found in Appendix [L] of this Agreement.
A packet of all APPR documents will be given to the teacher and a copy will be placed in the official
personnel folder.
Observations
No observations (announced or unannounced) will be conducted during the first two weeks of instruction
or last two weeks of instruction, nor the day before or the day after a scheduled school break (e.g.:
Thanksgiving, Winter Recess, Spring Break, etc.).
There will be at least one (1) announced observation and one (I) unannounced observation for all tenured
unit members . There will be at least two (2) announced observations and one (I) unannounced
observation for all non-tenured unit members. Observations are visits to the classroom made by an
administrator to obtain information and evidence about the instructional program and teacher performance
in the classroom as they relate to District goals. This information will be utilized to assist the teacher in
the improvement of instruction and student achievement.
1. Announced and Unannounced Observations:
At least one observation for all tenured unit members must be completed by December 1st of each school
year. The first scheduled observations for all non-tenured unit members must be completed by November
30th of each school year. Scheduling of the announced observation (see Appendix [E])
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will occur cooperatively between the administrator and unit member. Announced observations will last
for the entirety of the scheduled time period. For each announced observation there will be a pre
observation meeting and a post-observation meeting. During the school year the administrator will
complete at least one (1) unannounced observation of all unit members using the form in Frontline. These
will follow no pattern and will be used in conjunction with the scheduled observation for teacher
performance appraisal, to obtain information on the instructional program and to assist the teacher.
Unannounced observations will last for no more than fifteen (15) minutes of any class period. Any changes
in the unit members Frontline technological equivalent as a result of the unannounced observation will be
discussed with that unit member at a meeting no more than five (5) days following the unannounced
observation. A l l un i t m e m be r s w i l l r e ce i ve a one we e k wi ndow t ha t una nnounce d
obse rva t i ons wi l l t ake p l a ce . T he un i t m e m be r c a n be obse rve d a t a n y t i m e i n tha t
one we e k wi ndow. The administrator may conduct targeted follow up observations as necessary to
collect further evidence.
a) Pre-observation meeting
The pre-observation meeting will take place no more than four (4) school days prior to the scheduled
observation and preferably as close to the scheduled observation as possible.
The purpose of this meeting will be to discuss the teacher appraisal criteria (refer to Pre-Conference
Observation Form-Appendix [F]), District goals and expectations, and appraisal instruments. In this
meeting the unit member and supervising administrator will review relevant measurable criteria that
may not be seen in the lesson, but are critical parts of the process. The Frontline technological
equivalent will be utilized in this meeting to track any relevant criteria.
b) Classroom Observation
If the administrator or unit member is unable to meet the scheduled observation time and date, or the
administrator is unable to stay for the entire scheduled time period, that observation will be
rescheduled. The person that cancels an observation or the administrator that is unable to stay the
entire period has the responsibility to reschedule the pre-observation meeting (as needed) and the
observation within four (4) school days.
c) Post-observation meeting
The post-observation meeting will take place no more than ten (10) school days following the lesson
that was observed (see Appendix [G] for post-observation form). Prior to the post-observation
conference, the teachers shall be given a copy of the observation report.
The purpose of this meeting will be to discuss the criteria and evidence that were observed in the
lesson. The administrator will discuss and review the ratings and evidence that are relevant to that
particular observation. The Frontline technological equivalent will be utilized to record ratings in the
components observed in the lesson.
The observation report shall be signed and dated by the teacher and the administrator at this time. The
signature of the teacher does not necessarily indicate agreement with the contents thereof, but rather
cognizance of the observation and post-observation conference. Evidence will be attached to the
Frontline technological equivalent for the areas in which there are disagreement between the appraiser
and the unit member. Copies of the Frontline technological equivalent will be made available to the
unit member within ten (10) days following this meeting. Written teacher comments which are received
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within (10) working days of the post-observation shall also be attached to the original and all copies of the observation forms. Each teacher will be given one copy of each observation report and all attachments.
If the administrator or unit member is not satisfied with the ratings assigned of the progress of the unit
member either party may request one (1) additional announced observation. The additional announced
observation will follow the same prescriptive pattern as the original announced observation. The
purpose of the additional observation will be to address the areas of concern raised in
the earlier post-observation meeting. The ratings will be recorded along with the ratings from the
previous observation(s) on Frontline technological equivalent. The new ratings and evidence will be
dated, and a copy provided to the teacher.
d) Open Communication
All monitoring or observation of the work performance of the teacher in or out of the classroom will be
Conducted openly. The public address or audio systems shall not be used for this purpose.
Other Structured Review
Other Structured Review is defined as Evidence Collection in the Multiple Measures of Teaching Practice.
Structured review will be an ongoing process as part of professional conversations throughout the year
and will conclude at the end of year conference. Although there is no limit to the types of events, activities,
projects, etc. (multiple measures) that a unit member may choose it is important to remember that the unit
members rating will be based on the agreed upon criteria. The teacher and supervising administrator will
provide evidence to support the unit member's progress. It is incumbent on the unit member, though, to
provide sufficient evidence to support the ratings found in the rubric. Evidence can include, but is not
limited to the following artifacts (refer to Appendix [0]for further examples):
Lesson Planning
Curriculum Work/Program Development
Development of Student Learning Objectives
Professional Development (Growth)
Professional Contributions
Student Activities
Communication (Students, Colleagues, Families, etc)
Professional Portfolio
Community Involvement
Professional Honors/Recognition
Also see resource in Appendix [M] for examples and alignment to the domains 1 and 4.
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APPR Timeline
TIMELINE ACTIVITY SCORE/DOMAIN WHO
SEPT/OCT/NOV Unannounced Observation/
at least one to provide
support /evidence for rating
I, II, III Certified Administrator
OCT-March Announced Observations I
Rating for Observation and
First use of Running Record
or Frontline. Discussion of
Evidence Collection
-Multiple Measures utilized
I, II, III, IV
Use of Ratings placed
on Running Record or
Frontline
Evidence Discussed
Certified Administrator
MARCH/APRIL Requested Additional Announced or Unannounced
observations - needs specific -
Focus on specific areas of
identified concern
Final Announced Observation for non-tenured unit members
I, II, III
Additional Ratings
placed on Running
Record or Frontline
Certified Administrator
JUNE End of Year Conference
Review of Evidence
Collection
I, IV
Ratings placed on
Running Record or
Frontline
Certified Administrator
JUNE Final Composite Score
Rating Completed and
Delivered
Summative Points Certified Administrator
Section H: Teacher Improvement Plan (TIP) Process
The Lyons Central School District and the LTA view the Teacher Improvement Plan as a tool to assist
professional staff with their performance in order to positively impact student achievement.
The NYS Commissioner's Regulation (30-2.10) requires that any teacher with an annual professional
performance review rated as Developing or Ineffective shall receive a Teacher Improvement Plan. A TIP
shall be developed in consultation with the teacher and union representation shall be afforded at the
teacher's request. A TIP is not a disciplinary action. At the end of a mutually agreed upon timeline, the
teacher, administrator and mentor (if one has been assigned), and a union representative (if requested by
the teacher) shall meet to assess the effectiveness of the TIP in assisting the teacher to achieve the goals
set forth in the TIP. Based on the outcome of this assessment, the TIP shall be modified accordingly.
A. While not common, the situation does arise when a teacher's performance fails to meet district
expectations and an instructional intervention is required. At any point during each probationary years,
but prior to April 1 st of the second year, probationary teachers shall be informed by their Supervising
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Administrator as to whether or not they are "on track" for tenure. Should they not be "on track", then a
Teacher Improvement Plan (TIP) shall be written by the Supervising Administrator, the teacher, and an
LTA representative.
B. Upon a teacher's composite rating of "Developing" or "Ineffective" through the APPR Plan, the
district shall develop and commence implementation of a Teacher Improvement Plan (TIP) for the
individual teacher. The TIP will be created between the Supervising Administrator, an LTA
representative, the teacher and other applicable personnel, to set professional goals to ensure growth
toward improved student outcomes. Working towards this growth in an environment of professional
respect is an expectation for all parties. Within a year from the start of the TIP, it is expected that
improvement will occur and the established goals developed in the TIP will be accomplished.
The ultimate goal of the Teacher Improvement Plan is to raise performance to an acceptable level for
continued employment in the district. The TIP's purpose is to improve professional performance of the
teacher and learning outcomes of the students, not to be used as a disciplinary tool. The TIP addresses
professional issues that impact student learning and have not been corrected after being previously
addressed with the teacher.
The TIP should be developed any time after the final evaluation has been completed, but no later than the
tenth (101h) day of the new school year. The TIP should be structured around four domains, which are
inclusive of the seven teaching standards. TIP goals/activities should be structured so that no more than
three at a time are addressed. The following should be included on the TIP:
• A timeframe for accomplishment
• Success measures
• Clear support from the administrator/designee
• Date of future meetings
All participants in the TIP meeting should be listed on the TIP. Periodic follow-up sessions should be
conducted to assess the teacher's progress. For the Teacher Improvement Plan Form refer to Appendix
[J] of this agreement.
Section I: Professional Development The Lyons Central School District and the LTA agree that a major purpose of conducting an APPR is to
improve both professional practice and student performance. APPR must therefore be a significant factor
in shaping the professional development opportunities provided to teachers. The District and the
Association shall cooperate in designing professional development activities that are appropriate for and
responsive to the individual needs of each individual teacher as identified in his/her APPR.
The district professional development committee (as required by Part 100.2) shall be responsible for
developing the various aspects of the district professional development plan. The responsibilities of the
committee shall include but are not limited to: oversee the design, selection and implementation of all
professional development activities; ensure that each teacher is afforded the opportunity to participate in
selecting professional development activities that are appropriate for his/her needs; determine the
appropriateness and/or effectiveness of existing professional development activities and to direct that
changes be made where necessary; consult and advise in the selection of appropriate professional
development activities to be used in Teacher Improvement Plans; ensure that professional development
includes training on the Teaching Standards and rubric(s) used in the APPR process; and make decisions,
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other than those requiring the expenditure of additional district funds, as may be necessary to ensure the
continued implementation of effective professional development opportunities for all District teachers.
All costs associated with district professional development will be borne by the district. Professional
development will be provided within the teachers' contractual day, during contractual after-school
meeting times, or on days within the contractual work year that are designated for professional
development.
Section J: Appeals Process
APPR Subject to Appeal Procedure
Pursuant to Education Law §3012-d, a teacher may only challenge the following in an
appeal to their district/BOCES:(1) the substance of the annual professional performance review;
which shall include the following:(i) in the instance of a teacher rated Ineffective on the Student
Performance category, but rated Highly Effective on the Observation category based on an
anomaly, as determined locally;(2) the school district's/BOCES' adherence to the standards and
methodologies required for such reviews, pursuant to Education Law §3012-d; and(3) the
adherence to the regulations of the Commissioner and compliance with any applicable locally
negotiated procedures, as well as the school district's/BOCES' issuance and/or implementation of
the terms of the teacher or principal improvement plan, as required under Education Law §3012-
d.
Notification of the Appeal
In order to be timely, the notification of the APPR appeal shall be filed, in writing, to the
member's supervising administrator, within ten (10) schooldays after the teacher has received the
Annual Professional Performance Review and/or completion of a Teacher Improvement Plan.
The appeal must set forth the specific basis for the appeal. Notification of the appeal shall be
provided to the superintendent of schools or his designee. Supervising Administrator's written
response to Appeal within ten (10) school days of receipt of an appeal, the supervising
administrator must submit a detailed written response. The response must include any and all
additional documents or written materials that are specific to the point(s) of disagreement and/or
are relevant to the resolution of the appeal. Material not submitted at the time the response is
filed shall not be considered in the deliberations related to the resolution of the appeal.
Appeal Resolution Process
Step 1 – Conference with the Supervising Administrator
Upon receipt of the supervising administrator's written response, the unit member may
request a conference with the supervising administrator. This request for a conference must be
made in writing within five ( 5) school days of receipt of the written response . Upon receipt of
the request, a conference must be scheduled within five (5) school days. The unit member shall
upon request be entitled to an Association representative being present. The conference shall be
an informal meeting wherein the supervising administrator and the employee are able to discuss
the evaluation and the areas of dispute. The supervising administrator will issue a written
decision within five (5) days after the meeting. If the bargaining unit member is not satisfied with
the outcome, he/she may proceed to the second step. The second step shall be initiated by the unit
member notifying the superintendent in writing, within five (5) school days of the receipt of the
supervising administrator's written decision.
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Step 2 – Conference with the Superintendent
Upon receipt of the request described in Step 1, a conference must be scheduled within
five (5) school days. The bargaining unit member shall upon request be entitled to an Association
representative being present. The conference shall be a formal meeting wherein the
superintendent and the employee discuss the evaluation and the areas of dispute. The
superintendent shall render his/her decision in writing within five (5) school days of the
conference. If the bargaining unit member is not satisfied with the outcome he/she may proceed
to the third step. The third step shall be initiated by the unit member notifying the superintendent
and the association president in writing within five (5) school days of the receipt of the
superintendent's written decision.
Step 3- Hearing with joint District and Association Panel
Upon receipt of the request described in Step 2, a hearing shall be scheduled within ten
(10) school days.The panel will consist of two (2) association representatives designated by the
association president or his/her designee, and two (2) administrative representatives certified to
conduct evaluations designated by the superintendent of schools or his/her designee. The
association representatives will include one unit member from each building and the
administrative representatives may not be involved in any portion of the evaluation of the unit
member filing the appeal. The panel shall render their decision in writing within ten(10) school
days of the conclusion of hearing. The decision of the panel shall set forth the reasons and factual
basis for each determination on each of the specific issues raised in the appeal. The District and
Association panel shall have the authority to rescind, modify, or affirm the rating of observations
(announced and unannounced),TIPS and Annual Professional Performance Reviews. If the result
is a 2-2 finding the superintendent and association president will mutually agree to select and
appoint an independent evaluator that rescinds or modify, or affirm the rating of observation
(announced and unannounced), TIPS, and Annual Professional Performance Reviews. A decision
that rescinds or modifies the rating will require a revised evaluation. This process will be timely
and expeditious according to Education Law 3012.d.
Section K: APPR Review Process
The District/Association Committee will convene in May of each school year for the purpose of
reviewing the APPR plan. In the event that revisions to the APPR plan are recommended by the
District/Association Committee, implementation of revisions will only occur after ratification by
both parties; the District and LTA. Any changes to the APPR plan will be subject to approval by
New York State Education Department as part of a material change request.
17
APPR
Appendix
18
Appendix
A
Multiple Measures of Effectiveness
Each teacher will receive a Final Composite Score rating in June of each school year. This score will
include the multiple measures found in the Framework
for the Evaluation System.
Overall Rubric Average Score
Rating
1-1.4 INEFFECTIVE
1.5-2.4 DEVELOPING
2.5-3.4 EFFECTIVE
3.5-4.0 HIGHLY EFFECTIVE
Rubric Average Weighting Weighted Score
(rubric average x
percentage)
Domain 1 25%
--X .25=
Planning and
Preparation (.25)
Domain2 25%
--X .25 =
The Classroom
Environment (.25)
Domain3 25%)
--X .25 =
Instruction
(.25)
Domain4 25%
--X .25 =
Professional
Development (.25)
Final Score
HEDI Score
33
Appendix J Lyons Central School District
Annual Professional Performance Review (APPR) Plan Teacher Improvement Plan (TIP)
A. While not common, the situation does arise when a teacher's performance fails to meet district
expectations and an instructional intervention is required. At any point during each probationary year, but
prior to June 1st of the second year, teachers that the district plans to retain shall be informed by their
Supervising Administrator as to whether or not they are "on track" for tenure. Should they not be "on
track", then a Teacher Improvement Plan (TIP) shall be written by the Supervising Administrator, the
teacher, and an LTA representative.
B. Upon a teacher's composite rating of "Developing" or "Ineffective" through the APPR, the district
shall develop and commence implementation of a Teacher Improvement Plan (TIP) for the individual
teacher. The TIP will be created between the Supervising Administrator, an LTA representative, the
teacher and other applicable personnel before October 1st. They set professional goals to ensure growth
toward improved student outcomes. Working towards this growth in an environment of professional
respect is an expectation for all parties. Within a year from the start of the TIP, it is expected that
improvement will occur and the established goals developed in the TIP will be accomplished.
The ultimate goal of the Teacher Improvement Plan is to raise performance to an acceptable level for
continued employment in the district. The TIP's purpose is to improve professional performance of the
teacher and improved learning outcomes for students, not to be used as a disciplinary tool. The TIP
addresses professional issues that impact student learning and have not been corrected after being
previously addressed with the teacher.
The TIP should be developed any time after the final evaluation has been completed, but no later
than the tenth (l0th) day of the new school year. The following guidelines have been established for the creation of a Teacher Improvement Plan:
• The Criteria for Assessment in need of improvement will be identified
• The specific area(s) will have been identified through the APPR process
• The teacher shall receive a formal notification of the need for a TIP
• The teacher will work with the supervising administrator and other appropriate personnel to
collaboratively develop the TIP
• Appropriate support will be provided to the teacher in order to address the identified areas
• The TIP shall describe the professional learning activities the educator is expected to complete and
these shall be connected to the areas needing improvement (success measures)
• A timeline up to a year for accomplishing the change with intermediate benchmarks will be
established
• "Artifacts" such as lessons, student work, or unit plans shall be described so that the individual
can produce benchmarks of improvement and evidence for the final stage of his/her improvement
plan
• Meetings will occur on a regular basis to review the status of the TIP and discuss/view evidence of
growth
• In the final stages of the TIP, the teacher shall meet with his/her supervisor to review the plan
alongside any artifacts and evidence from evaluations in order to provide a final, summative rating
for the teacher
34
All participants in the TIP meeting should be listed on the TIP.
Lyons Central School District
Annual Professional Performance Review (APPR) Plan
Teacher Improvement Plan Notification
Teacher's Name: Date:
Administrator: Assignment: _
This form officially communicates that the Lyons Central School District believes you need to
demonstrate professional growth in any specific area listed below. The purpose of this form is to
demonstrate our desire to help you improve your professional skills.
Criteria for Assessment Identified for Improvement:
_Content Knowledge _Preparation
_Instructional Delivery _Classroom Management
_Student Development _Student Assessment
_Collaboration _Reflective and Responsive Practice
Specific area of concern
within the Criteria for Assessment
Date of
meeting/notification
Outcome and Results
The TIP will i
nclude the following components:
• The Criteria for Assessment in need of improvement will be identified
• The specific area(s) will have been identified through the APPR process
• The teacher shall receive a formal notification of the need for a TIP
• The teacher will work with the supervising administrator and other appropriate personnel to collaboratively develop
the TIP
• Appropriate support will be provided to the teacher in order to address the identified areas
• The TIP shall describe the professional learning activities the educator is expected to complete and these shall be
connected to the areas needing improvement (success measures)
• A timeline up to a year for accomplishing the change with intermediate benchmarks will be established
• "Artifacts" such as lessons, student work, or unit plans shall be described so that the individual can produce
benchmarks of improvement and evidence for the final stage of his/her improvement plan
• Meetings will occur on a regular basis to review the status of the TIP and discuss/view evidence of growth
35
• In the final stages of the TIP, the teacher shall meet with his/her supervisor to review the plan alongside any artifacts
and evidence from evaluations in order to provide a final, summative rating for the teacher
Lyons Central School District
Annual Professional Performance Review (APPR) Plan Teacher Improvement Plan
Teacher
Assignment:
School Year
Meeting:
Teacher Signature Signature,
Date of Initial Planning
Administrator
Criteria for Assessment Identified for Improvement:
_Content Knowledge _Preparation
_Instructional Delivery _Classroom Management
_Student Development _Student Assessment
_Collaboration _Reflective and Responsive Practice
36
Prioritized Measure for growth and evidence needed to show that the professional performance
goals have been met and maintained.
Goals: Teacher Plan for Goal and Achievement
Administrative support to be provided to the teacher
How will the improvement be assessed?
Evidence Required
Evidence Demonstrated
Timeline for achieving improvement TIP implemented before Oct. 1st
36
Teacher
H
Date of 1st Meeting Administrator --------------------- LTA Representative _
Comments:
Date of 2nd meeting _ Teacher
Administrator --------------------- LTA Representative _
Date of 3rd meeting ----------------
Administrator --------------------- LTA Representative _
Comments:
Comments:
Date of 4th
Comments:
Teacher Administrator---------------- LTA Representative _
_ has successfully met the expectation of this plan
_has not yet met expectations
Teacher
Date. _
Administrator _ Date _
LTA Representative _ Date _
_
39
Overall Rating The final rating will be determined using the following matrix. The teacher’s rating for each category is
applied to the rubric to determine the overall rating.
Matrix Teacher Observation
Stu
den
t
Per
form
an
ce
Highly Effective
(H)
Effective
(E)
Developing
(D)
Ineffective
(I)
Highly Effective (H) H H E D
Effective (E) H E E D
Developing (D) E E D I
Ineffective (I) D* D* I I
52
Appendix M
A Framework for Teaching Components of Professional Practice Classroom Teacher
Domain 1: Planning and Preparation Ia. Demonstrating knowledge of content and pedagogy
• knowledge of content and the structure of the discipline
• knowledge of prerequi site relationships
• knowledge of colllent-related pedagogy lb. Demonstrating knowledge of students
• knowledge of child and adolescent development
• knowledge of the leaming process
• knowledge of students' skills, knowledge and language proficiency
• knowledge of students' illlerests and cultural heritage
• knowledge of students' special needs lc. Setting instructional outcomes
• value, sequence and alignmem
• clarity
• balance
• suitability for diverse leamers ld. Demonstrating knowledge of resources
• resources for classroom use
• resources to extend content knowledge and pedagog y
• resources for students le. Designing coherent instruction
• learning activities
• instructional materials and resources
• instructional groups
• lesson and unit structure If. Designing student assessments
• congruence with instructional outcomes
• criteria and standards
• desiRn offormative assessmellls
Domain 2: Classroom Environment 2a. Creating an environment of respect and rapport
• teacher interaction with students
• student interactions with one another 2b. Establishing a culture for learning
• importance of the content
• e>.pectationsfor leaming and achievemelll
• student pride in work
2c. Managing classroom procedures
• management of instructional groups
• management of transitions
• management of materials and supplies
• performance of non-instructional duties
• supervision of volunteers and paraprofessionals 2d. Managing student behavior
• expectations
• monitoring of student behavior
• re::.ponses to student misbehavior 2e. Organizing physical space
• safety and accessibility
• arrangement of fumiture and use of physical resources
53
Domain 4: Professional Responsibilities 4a. Reflecting on Teaching
• accuracy
• use injillure teaching 4b. Maintaining accurate records
• student completion of assignments
• student progress in leaming
• non-instructional records 4c. Communicating with families
• information about the instructional program
• il formation abollt individual students
• engagement of families in the imtructional program 4d. Participating in a professional community
• relationships with colleag ues
• involvement in a culture of professional inquiry
• service to school
• participation in school and district projects 4e. Growing and developing professionally
• enhancement of content knowledge and pedagogical skill
• receptivity tofeedback from colleagues
• service to profe ssion 4f. Demonstrating professionalism
• illfegrity and ethical conduct
• service to students
• advocacy
• decision making
Domain 3: Instruction 3a. Communicating with students
• expectations for leaming
• directions and procedures
• explanations of co/llent
• use of oral and written language
3b. Using questioning and discussion techniques
• quality of question s
• discussion techniques
• student participation
3c. Engaging students in learning
• activities and assignments
• grouping of students
• instructional materials and resources
• structure and pacing 3d. Using assessment in instruction
• assessme/11 criteria
• monitoring ofstudentleaming
• feedback to students
• student self-assessment and monitoring of progress 3e. Demonstrating flexibility and responsiveness
• lesson adjustment
• response to students
• persistence
54
Appendix 0
Sample of Artifacts for Teacher's Collection Alignment to Domains 1and 4
This list includes, but is not limited to, teacher and student artifacts that may be used to
document skill in ,one or more ,t.-components from Domains 1and 4.
ARTIFACT COMPONENTS
Unit plan, lesson plan
1 lb, lc, ld, 1 If
Handouts, worksheets, assignments
la, Id, le, If
Written feedback to students
la, lb
Reading lists
la, lb, ld
Copies of quizzes, tests, performance assessments
la, lb, lc, le, If
Homework policy
lb,4b
Grading policy
lb,4b
Student achievement dLTA
lb, If,4b
Parent, student surveys
lb,4c
List of resources
lc, Id
Written feedback to students
I b, If
Samples of student work
If
Video or audio of student performance
If
Journal
4a
55
Reflection Form
4a
55
Post-observation comments
4a
Grade book
4b
Notes, newsletters, messages to parents
4c
Back to school night, open house agendas
4c
Participation in Alternative to Observation
la,4a,4d,4e
Participation in building/district committees
4d,4e
Participation in local, state or national professional
organizations
4d,4e
Participation in IST, CSE
4d
Curriculum leadership
la,4d,4e
Hosting a student teacher
Ia, lb,4d,4e
Class/club advisor
4d
Attendance at workshops, conferences
4e
Graduate work
4e
Professional reading/membership
la,4e
Writing letters of recommendation (college, summer
enrichment, People to People program, science fairs)
4f
Development of student learning objectives.
See appendix ( )
Conversations or meetings with: counselors, health
professionals, other staff members, parents, community
support agencies
4f
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